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Day 1
Define the problem context for safety light systems
and form cooperative learning teams for the design,
assembly and testing of the safety light system.
Introduce the design loop and ask student teams
to start KSB #1.
Discuss the student requirements (on student
web pages) and the use of Design Activity Folio
(DAF). Describe the requirement that each student
submit a design report at the conclusion of the
module. Explain that the report will be based on
information recorded in the Design Journal or DAF.
Help them make the connection between carefully
documenting information as they proceed and produced
a well written report at the end. Alert them that
each team is to develop a multimedia presentation
detailing their design process and results. Note
that such a presentation summarizes work completed
in researching, collecting, and analyzing data;
developing models; improving designs; and making
refinements. Describe multiple forms of media (for
example, powerpoint presentation, color overheads,
video and computer animation) which can enhance
their presentations.
Day 2-3
Work as a facilitator of student teams and help
them to learn about the informed design cycle. Check
to see that each group understands that its solution
must satisfy the specifications and constraints.
Remind each group to make decisions and select design
components based upon their explorations and their
understanding and application of MST principles.
The groups may also develop a rating system to determine
which alternative design is preferred.
Convene the large group to introduce the design
challenge. Explain that because of the high costs
of primary batteries (~ $800 per kWh vs. $ 0.10
per kWh from home electric outlets) , students should
consider other energy energy sources.
Day
4-13
Initiate KSB #2 and 3. Continue to work as a facilitator
as students work in their groups to learn about
alternative energy sources and electronic circuits.
Bring students together as a large group and
distribute solar cells and electronic components
and tools to each group.
Remind students that they should start planning
the design and construction of a safety light system
as described on their web pages.
Have students present, either in writing or verbally,
their reports on KSB #2 and 3.
Initiate KSB #4. Remind them the importance of
a mounting device in the final packaging of the
safety light system.
Day
14-17
Work as a facilitator as groups consider alternative
designs. Question students about the pros and cons
of alternative designs.
Day 18-23
Explain that each student must submit a Design
Report. Assist students in structuring and writing
their Design Reports. The design report should
include a discussion of their redesign with justifications
for the redesign decisions. Provide students with
the Design Report guidelines from the students'
web pages.
Discuss with the class what is considered proper
and expected deportment during group presentations.
Address the need to use a variety of media to
support the presentation. During the groups' presentations
to the class, encourage students (through example)
to ask appropriate questions and provide constructive
feedback to the presenters.
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